First principles of the differential and integral calculus, or, The doctrines of fluxions ... for the use of the students of the university at Cambridge, New England : taken chiefly from the mathematics of Bézout.

Mode of access: Internet.

Practical chess grammar ; or, An introduction to the royal game of chess, in a series of plates. Designed to instruct the learner, remove the difficulties of the elegant and scientific game, and render it attainable by the lowest capacity /

Mode of access: Internet.

An Hebrew grammar : for the use of the students of the University of Dublin /

Mode of access: Internet.

Elements of electricity, magnetism, and electro-dynamics, embracing the late discoveries and improvements, digested into the form of a treatise : being the second part of a course of natural philosophy, compiled for the use of the students of the university at Cambridge, New England.

The articles on electricity and magnetism were selected form Biot's Précis élémentaire de physique ; that on electro-dynamics is from Despretz's Traité élémentaire de physique, 4. éd., 1836.

Old Testament canon and philology : a syllabus of prof. Wm. Henry Green's lectures : printed--not published--exclusively for the use of the students of the junior class in Princeton Seminary /

"They are taken from the notes of a student of the Seminary who was here several years ago, and have been corrected or improved as they seemed to require."--Pref.

A primer of the Irish language, with copious reading lessons; for the use of the students in the College of St. Columba.

Mode of access: Internet.

An introduction to natural philosophy : designed as a text book, for the use of the students in Yale College : in two volumes : compiled from various authorities /

v. 1. Mechanics and hydrostatics -- v. 2. Pneumatics, acoustics, electricity, magnetism, and optics.

Exploring Interprofessional Education: Through the values of the students and the eyes of exemplary faculty

Thesis (Ph.D.)--University of Washington, 2016-06

School governance and academic excellence: the representations of distinguished students in an annual award of excellence

Within a research project on «academic excellence in the state school», this paper is a contribution to the sociological reflection on the cultural and organisational characteristics of the school and its relationship with the academic success of students. The data we present stem from a case study underway at a secondary school in the north of Portugal, referring to the universe of students that since 2003 have distinguished themselves for achieving grades equal to or greater than 18 (on a scale of 0 to 20) and have thus been included in the school’s Framework of Excellence. From a contextual approach to this educational practice, we focused on the cultural characteristics of the school/subject as analytical support for the study of school and non-school dimensions in their mutual connections. To this end, we used the information from document analysis and data collected from a questionnaire survey administered to more than two-thirds of the students included in the above-mentioned Framework of Excellence. Subsequently, we will use the data from this survey to understand the extent to which academic excellence is perceived as an indivisible social construction of the school’s political and organisational matrix, particularly in terms of the educational and teaching guidelines adopted by the management body. We will conclude by questioning the meaning of the school’s management policies regarding the emphasis on educational outcomes, with particular focus on the representations of excellent students in the processes of school leadership, teaching organisation, school merit and justice.

Higher education as formation of the self and citizenship: an ethnography of the University Students from Amman, Jordan

My interest in higher education and citizenship in the Middle East at large and in Jordan in particular is fostered by some of the reflections Eickelman proposed (1992). Being a quite recent phenomenon, intimately linked with the more general topic of state formation it seemed to me more suitable to study it in a little country with a recent history (a field study left almost unexplored until now as far as Jordan is concerned, to the best of my knowledge, since Antoun 1994 focuses on the migration as a quest for higher education). The process of state formation in Jordan is quite studied. I thus intended to study the higher education policies as an attempt both to create a national citizenry and more recently as a way of controlling the more problematic part of the population (youth, which constitutes more than the double of the population. See UNDP and Ministry of Planning 2000). How do the young students enter the university system, and in which way does this system work? How is this system designed, in order to retain social control of the students (since they are usually perceived to be a factor of social and political instability, as in Iran or in Egypt)? Is there any significant difference between different faculties? And if so, why? My conclusions at this stage are that the university system is an integral part of the survival of the regime. The system works quite well, and Jordan has one of the best educational position in the region. Yet there are important distinctions to be made: the access to the better faculties is socially selective while the less valued faculties are left to the poorer and less wealthy youth. This results in a different treatment of the students and of the courses that I analysed. In the better faculties the teaching standards are quite high, and the relationship between professors and students is almost on a same-level base, while in the less privileged faculties the opposite is true. Thus we can observe a concrete politics of divide et impera intended to split the youth in two. For the more privileged there are some freedoms, both within and outside classes, designed I guess at forging them as autonomous individuals. On the opposite the less privileged are kept under tight control, even if also these students are a privileged category among youth at large.

The motivation of vocational students in a college setting /

This qualitative study explores the motivation of College Vocational Program (CVP) students at one campus of a large College of Applied Arts and Technology (CAAT a) in urban southern Ontario. The study is in response to my close involvement with the CVP students as an instructor for five years, and my observation that a greater understanding of the motivational influences affecting the students' involvement in the program would strengthen teaching and learning, and enhance the CVP educational experience for students and instructors. This study was limited to one CVP program, and a small sample of convenience of 9 CVP male and female students and 6 instructors selected from two classes. The students were chosen based on their verbal abilities to communicate their thoughts, feelings, and experiences in regard to answering the research questions posed. Through interviews with students, instructors, and ajob coach, this study addressed four main questions relevant to college vocational students and motivation: defining student success, encouragement, discouragement, and perceptions about academic and vocationalleaming. The interview questions for both students and instructors were designed by me and were based on themes derived from the literature and from my experience in the program. The findings identify that the students and instructors see success in the program in a slightly different way, the importance of relationships and structure, the hindering effect of disabilities and the importance of accommodation, and the strong aspiration of the students wanting to learn in a supportive accepting environment. The study concludes with implications for further research and theory development.

Identification of the Learning Styles in the Students of Exercise Physiology in the Rehabilitation and Human Development Faculty

The object of this study is to identify the learning styles (LS) used by the students of the subject of physiology of the exercise of the program of Physiotherapy, with the purpose of establishing a direct relationship later on between the learning styles and the possible pedagogic strategies that but they favor the compression of the physiology of the exercise 48 subject of second and third year of career they were interviewed through the instrument standardized compound number (CHAEA). This study carried out an analysis descriptive and of typical deviation of the data. They were differences statistically significant in the styles of active and reflexive learning, in front of the Theoretical and pragmatic styles what puts in evidence the necessity to generate pedagogic strategies inside the subject that this chord with the tendency of the active and reflexive learning of the students.

[Knowledge, attitude and reservations of medical students about organ transplantation: results of a survey during the first year of study]

AIM: Establish a list of first year medical students' attitudes, doubts, and knowledge in the fields of organ transplantation and donation. METHOD: Anonymized questionnaire handed out to students during class lectures. RESULTS: 183 questionnaires were distributed and 117 returned (participation: 64%). The average age of the students was 21.6 +/- 2.7 years (range 18 to 38 years); the sample included 71 women (60.7%) and 48 men (39.3%). Only 2 students (2%) were not interested in the subject of organ donation. The students knew very little of the legal aspects of organ donation and 1/4 of them thought there was even a Federal law regarding organ transplantation. When asked if they knew whether a law existed in the Canton of Berne, 44% replied yes, but only 24 (20%) knew that this is contradictory. There was no gender difference in the answers to these question. From 57 students (48%) 246 individual comments on doubts and concerns were analyzed. In this respect, the students mainly questioned whether the donor was truly dead when donation took place (n = 48), if illegal transplantation could be eliminated (n = 44) and if transplantation was truly necessary (n = 43). Some also mentioned religious/ethical doubts (n = 42). In regard to organ donation by a living individual, 27 students were concerned about the health of this donor. 20 students had doubts regarding the pressure possibly applied by family members and friends and as many voiced doubts in regard to premature diagnosis of brain death of potential donors. Only 2 students were concerned about the post-mortem presentation. 45 students (48%) indicated discomfort with the donation of certain organs. They ranked the kidney as the first organ to donate, followed by the pancreas, heart, cornea, intestine, lung and liver. CONCLUSION: The interest in organ donation and transplantation is already strong in fist year medical students in the pre-clinical stage. However, differences from lay public are not readably detectable at this stage of medical training. Adequate information could influence future physicians in their mediatory role.

An experience on mechatronics teaching on undergraduate students by means of the Skybot platform: from classroom to robot competition

This paper analyzes the learning experiences and opinions from a group of undergraduate students in a course about Robotics. The contents of this course were taught as a set of seminars. In each seminar, the student learned interdisciplinary knowledge of computer science, control engineering, electronics and other fields related to Robotics. The aim of this course is that the students are able to design and implement their own and custom robotic solution for a series of tests planned by the teachers. These tests measure the behavior and mechatronic features of the students' robots. Finally, the students' robots are confronted with some competitions. In this paper, the low-cost robotic architecture used by the students, the contents of the course, the tests to compare the solutions of students and the opinion of them are amply discussed.

A statement of facts, relative to the late proceedings in Harvard College, Cambridge, published by the students, Boston, April 10, 1807

Written in defense of the students’ actions, this publication sought to clear the students in the eyes of the public. They argued against the stern disciplinary stance of the Corporation, warning that "it is possible to kill the spirt by too rigorous an adherence to the letter of the law." According to the students, the cause of the upheaval was the "black, nauseous and intolerable" food served in Commons. Although they admitted that there were some students who "delight in mischief, anarchy, and confusion," they argued against the whole student body being charged for the crimes. Instead, they held that their offense, "retiring peaceably from the hall," should be punished, as usual, only by the "small fine of fifty or one hundred cents."